Models Files: I want you to create a file of information about this class. You will need information on at least 6 different models we discuss as well as models in general. You can do this in many ways. You can create a blog (http://blogger.com), a wiki, slides, Prezi (http://prezi.com), or a set of documents in Word. You can also use google docs (http://docs.google.com).  You may have other ideas. I suggest you work on this as we go along. However, you will have until Sunday, July 31, to submit them. 100 points.

*I choose to create a set of documents in Word.

Part 1: Models in general – what are they, why do we use them, how do we use them, just a summary of what models are in your own words

*What? Science Models are often informative representations of real science ideas, concepts or phenomenon.

*Why? We use Science Models because sometimes presenting the real thing may be too large, too awkward, too smelly or too far away!

*How? We use Science Models by creating clay, wood and even snow “landforms”. We create drawings, graphs, maps and series of photos. We also use computer animations that often portray an idealized science concept such as plate tectonics or avalanches. Many models are labeled so that we can understand what is taking place and follow the pattern of thought.

*Summary? Science Models are helpful. We use them constantly! They are constantly being updated and are increasingly user-friendly. Computer animations, in particular, are appealing to many young people.

Part 2: At least 6 individual models – description, diagram or picture if possible or appropriate, benefits, limitations, difficulties in using them to explain the real concepts, (optional) possible teaching ideas.

Model #1

This is a model that we did not talk about during our discussions in class. I use it and want to share it!

*Description:

This is the IRIS “USArray” This is a series of visualizations that show the array of seismic stations in the western United States. Eventually the array will be in all the contiguous states as the project moves from west to east across the United States. The following website shows the each visualization:

http://www.iris.edu/hq/programs/education_and_outreach/visualizations/tutorial

This is one of the visualizations. It shows the arrival of the p waves and then the arrival of the more destructive s waves:

http://www.youtube.com/watch?v=NjHH2UsQ8y8&feature=player_embedded

*Benefits:

My students grasped the concept of the p and s wave arrival and noted the differences with ease.

*Limitations/Difficulties in Use:

The visualizations were also posted on YouTube. Although now available, my school district banned YouTube at one time.

*Teaching Ideas:

I use this series of visualizations in my classroom as a follow-up with our Earthquake Resistant Building Project. We expose our buildings to simulated p and s waves. The visualizations help the kids see them in a broader view over a wide region.

Model #2

This is another model that we did not talk about during our online discussions. Although it has some limitations, is one of my favorite online “discoveries”.

*Description:

SeisMac.dmg

This is a free download application that turns your Mac into a portable seismograph!

*Benefits:

Students love it because they control it! Their movement and “jumping around” is shown on the seismograph monitor in real time.

*Limitations/Difficulties in Use:

Although it would show a real earthquake it is not usually used in that way, as there are more sensitive machines for that purpose. To my knowledge it has only been developed for the MacBook  and MacBook Pro. It assume that it does not function with other PCs. Also, it does not function with a desk top computer. (I know this because I tried it! I assumed it would function on my school desktop, also a Mac, and got my class motivated to engage. It does not load!)

*Teaching Ideas:

Organize and test before this application before inviting the class to view! Use the projector to place the scrolling seismograph image on a large screen. Have individuals or groups of students simulate the largest possible seismic event.

Model #3

I shared this “model” during a class discussion in Second Life.

*Description:

http://quakequizsf.org/

This is a rather humorous online earthquake-preparedness quiz that was developed in San Francisco Department of Emergency Management. Using different scenarios (beach, restaurant, apartment building, high rise office building) the quiz points out the most effective methods of avoiding injury/death in the case of a tsunami and/or an earthquake.

*Benefits:

Fun to use! Michigan students really do not know this stuff! California kids may know this from the cradle!

*Limitations/Difficulties in Use:

If kids had an individual computer they would have a blast using this and discussing this quiz.

*Teaching Ideas:

I use this as a full class activity and put the info up on the screen. No trouble getting full participation! Although Negaunee, Michigan is low hazard and low risk for earthquakes, the vignettes offer problem solving opportunities.

Model #4  *Description:  Seismic Tomography

*Benefits:

I worked as a Master Teacher at UNAVCO in Boulder, Colorado in Summer 2009. My colleague, Kristy Gollakner and I, developed a series of lessons based on plate tectonics research. In a nutshell, the above colorful diagram-model (I hope that you can see it) was proposed on a Tuesday and we were using it and others to mold hands-on lessons on a Thursday!

*Limitations/Difficulties in Use:

The research was so recent that there were not actual state or national expectations that went with it. We simply assumed what the expectations may be. In short, we were ahead of the curve!

*Teaching Ideas:

Here is the lesson that was developed based on the above model. This is the 5^th draft of an endless honing process.

Geological Tomography: What Lies Beneath Our Feet?      Name ___________________________________ Period ___

Background Info

1. In this lab you are simulating the work of geologists that observe waves moving through different materials within the Earth.

2. Humans have limited ability to drill in the Earth and actually see what is there. To determine the size/shape of an area within

     the Earth, we often use waves. Waves are used in X-rays and CAT Scans in the field of medicine to “map” human tissue.

3. The opaque (milky) water in your plastic container represents Earth’s interior and therefore areas of Earth we cannot see

     with our eyes.

4. Your team will produce seismic waves on the edge of your container to send waves through Earth. These waves move

     away from this focus of the earthquake in straight lines in all directions simultaneously.

5. The wave direction and speed is determined by the materials through which it travels.

6. Your team of geologists need to determine the size, shape, and location of an unknown object within the Earth using only

    the “waves” you create.

7. To truly simulate these procedures, we must keep our hands and all other objects other than the out of the water. 

8. Do not simply “poke around” in the milky water. That is not the high degree of science that I expect of you!

9. Your job is to purposefully measure and figure out the size and shape of the object that is in the path of the

    seismic waves. Draw an outline on your “map”, next use clay to show its size and shape according to your measurements.

There are 5 Jobs to be performed. You may be able to combine some jobs and trade jobs as the activity progresses. 

Job 1-Geocartographer: This person is in charge of sketching all waves on the poster board that your team creates. This person will also record the point of origin of each set of waves as well as the location of the unknown object as the waves hit it.

Job 2-Wave Geotechnician: This person will move the wave along its course and communicate the data the wave is providing.

Job 3-Measurement Geotechnician: This person will use a meter stick to guide the wave’s course as well as measure the position of any found objects.

Job 4-Measurement Cartographer: This person will use a meter stick to help guide the cartographer in accurately sketching waves and the object.

Job 5: Geosculptor: This person will use clay to sculpt the unknown object based on data that arrives from the waves. They must pay attention not only to size and shape but also height. This sculpture will be a 3D replica of the unknown object deep within Earth.

Materials

            One 16 quart  (large) container filled with water (this water has a little milk in it so that it is opaque like the Earth)

            One unknown object that is in the water

            2 Meter Sticks

            30 cm Ruler

            Poster Board

            Clay

            A markers (yellow will not work well, all other colors will work well)

            Cloth rag for wiping drips or cleaning 30 cm ruler

Investigation Procedure

1.     Determine as a group on your paper sketch where your team will simulate the first earthquake to send seismic waves through the Earth. The cartographer should mark this spot with a colored marker “X” on the sketch.

2.     The measurement geotechnician will use this focus as their pivot point for the meter stick on the container that will guide the waves. See diagram below:

 

3.     The wave geotechnician should carefully trace the edge of the meter stick with the ruler extended into the water so it touches the bottom of the container to follow the path of the first wave. At the same time, communicate findings with cartographers. For example, you may not encounter anything, but then at 7 cm your wave touches an object that is different than the surroundings. 

4.     The measurement cartographer and geocartographer shall map the wave findings. See diagram.

5.     The measurement technician would then pivot the meter stick to set up the direction of the next wave from this earthquake focus. Use this focus pivot point until you gather as much data as possible.

6.     Meanwhile, the Geosculptor is beginning to construct the object.

7.     Choose a new earthquake focus and continue the process above.

At the end of the lab period, you will locate the object in your container, hold it up, keep it in “alignment” with your sculpture and compare it to your sketch and to your sculpture.

Assignment

1.  How accurately did your team’s wave data resemble the object? Explain.

2. How accurate is your team’s sculpture? Explain.

3.  Explain any features on the object that your team was unable to detect.

4.  Think about your answer above, what features do think might be difficult for geologists to

     detect?

5.  Explain how simultaneous earthquakes may influence data?

6.  Other than geology, name some ways waves are used to “see” things in life that are not

Model #5

*Description:

Below is an image of Grypania spiralis found at the Empire Mine in Palmer, Michigan (near Negaunee, Michigan). This is the oldest fossil ever found of a multicellular plant. The specimens were found fairly recently (July 1992).

*Benefits:

Great images (models) like this are a good starter. When kids see an image on the Internet it adds validity to a rock! I also have samples of the real thing that were given to a few local science teachers at the time of discovery.  Kids hold the fossils in their hands and realize they are touching something that is over 2 billion years old. Fossils are actually models of past life forms!

*Limitations/Difficulties in Use:

If students had their own computer in the classroom (not true in my school) they may be able to access this image quickly and find others like it to enhance their learning.

*Teaching Ideas:

I use this as a slide in a PowerPoint that I present prior to the lab experience with the actual fossil specimens.

Model #6

*Description:

This is the Water Quality website that I presented in class on Wednesday, August 20, 2011.

http://techalive.mtu.edu/meec_index.htm

There are many aspects of this website and I shared only the tip of the iceberg in class due to time. I invite you to further explore this outstanding resource.

*Benefits:

Working in the computer lab (or on their home computer) students can access this site and be guided through as an independent assignment.

*Limitations/Difficulties in Use:

The site is so vast that selecting the important items is actually one of the only limiting factors!

*Teaching Ideas:

I use this site for pre-lab “excitation” and post-lab recollection. My students really enjoy the many manipulative activities that have very thorough explanations. The site was designed by and for teachers.